This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 7th Grade Social Studies. 

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 7th Grade Social Studies.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 8th Grade Social Studies. 

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 8th Grade Social Studies.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 2nd Grade Social Studies.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for Kindergarten Social Studies.

In this lesson, students research the time period around the Revolutionary War to gain an understanding of the how's and why's behind the Revolution.

In this lesson, students use debate as a tool for discussing the Revolutionary War.

In this lesson, students read primary and secondary source documents about the Supreme Court case Reynolds v. United States and the first amendment freedom of religion. Students then answer analysis questions about the case. There is a teacher answer key included in the lesson.

This primary source document is a speech given by Richard Nixon, addressing the nation on the war in Vietnam. It has become known as the Nixon Doctrine.

The goal of this guide is to introduce students to the design and construction of sky-scrapers and to demonstrate to teachers the variety of ways in which architecture can be used in the classroom. The guide's purpose is not just to explicate works of art, but also to demonstrate how images and historical information can be integrated into different subject areas as well as project-based learning in the classroom. Lessons are accompanied by writing, research, and hands-on, art-based activities that encourage students to make connections between the works discussed and their environment.

Students will learn about design issues including sustainability, safety, and use; explore how architects are using green technologies in today's buildings; investigate how the built environment affects the natural environment; investigate how the natural environment affects the built environment.

Students will explore the design process through photographic documentation and architectural plans and elevations; use primary-source documentation to explore the history of a building; compare and contrast works of architecture and industrial design; become familiar with the work of Mies van der Rohe and the International Style movement; learn the terms plan, elevation, cantilever, ornamentation, and scale.

Students will become familiar with the industrial developments of the twentieth century and how they affected architecture and society; explore the development of urban environments; compare and contrast graphics and drawings; create works of art that document their neighborhoods from their own perspectives; learn the terms utopian and conceptual.

Students will explore the inventions and material innovations that made the construction of skyscrapers possible; become familiar with the roles of architects and engineers; make connections between architecture and history; learn the terms ziggurat and cladding.

In this lesson, students study primary and secondary source documents about the Supreme Court case Roe v. Wade and right to privacy. Students then answer analysis questions about the case.

In this activity, students will create a pin to honor a female role model in their lives. This is connected with the Smithsonian Museum collection.

The article examines the development of the Roman Empire from 27 B.C. to 393 A.D.

This article examines features of the Roman Republic. From its beginnings as a small cluster of huts in the tenth century B.C.E., Rome developed into a city-state, first ruled by kings, then, from 509 B.C.E. onward, by a new form of government: the Republic.

Students will play a game loosely based on Civil War signaling and naval strategy.